1

Gloucestershire County Council

Practice Education Professional Standards

Stage 1

Handbook

2

October 2017

Contents Page

The Practice Education Professional Standards Stage 1 In-house Route 3

The Aims of Practice Education Professional Standards Stage 1 Programme 3

Practice Education Professional Standards Stage 1 Teaching Plan 3

The Practice Education Professional Standards Learning Outcomes 4

Practice Education Professional Standards Assessment Domains 5-7

The Portfolio of evidence and assessment of Practice (all to be included) 8

Practice Education Professional Standards Stage 1 Teaching Programme 10

Appendix 1: Mapping Tool

Appendix 2: Evidence Grid for the Practice Educator

Appendix 3: Direct Observation Template

Appendix 4 : Student Feedback Form

Recommended Reading List

3

The Practice Education Professional Standards Stage 1 In-house Route

This two day teaching programme - Practice Education Professional Standards Stage 1 is the taught element

for all experienced staff in the field of Heath, Social Care and Social Work who wish to become placement

supervisors and support social work students in placement who are engaged in social work training

programmes.

Stage1 - Placement supervisors/practice educators at this stage will be able to supervise, teach and assess

social work degree students up to but not including the final assessment prior to qualification. The

participants will be required to work with a student for the duration of a placement (80 -100 days) and build

a portfolio of evidence relating to their practice to demonstrate they have met the required learning

outcomes to complete stage 1 of the Practice Education Professional Standards.

The completion of the stage 1 teaching programme and subsequent "in-house" certificated portfolio of

evidence is also deemed appropriate for all qualified social workers who wish to complete stage 2 (currently

through an academic route) in order to become a qualified practice educator.

The aims of the two day Practice Education Professional Standards Stage 1 training are;

To enable qualified social workers and agency staff working within voluntary, independent and private

agencies to develop their supervisory, teaching and learning skills in preparation for supervising and/or

assessing student social workers in practice. The Practice Education Professional Standards Stage 1 training

will also contribute to the development of key knowledge, skills and values of the three domains of practice

for Practice educators.

Practice Education Professional Standards Stage 1 Teaching Plan

Day 1 9:30 – 4:00 Date November Room

Preparing for Placement

Welcome Introductions

Introduction to Practice Education Professional Standards (Stage 1)

Roles and Responsibilities

The Professional Capability Framework Learning Outcomes for students Enabling learning

Professional Boundaries

Pre-placement meeting

Placement Learning Agreements

Induction Programmes

Direct observations of practice

Working with service-users and carers

BN

Day 2 9:30 – 4:00 Date November Room

Learning Styles

Adult learning theory

Giving and receiving feedback Supervision

Models

Role play

Use model of reflection, (Gibbs/Kolb 4x4 most popular) Assessing Practice

Theories, knowledge, skills and values

Assessment of evidence and practice-

Assessing practice and relating to the PCF framework Making recommendations

BN

4

Learning Outcomes

In order to achieve your Practice Education Professional Standards stage 1 through an “in-house route” full

attendance is required to meet this objective of the Practice Education Professional Standards. Successful

completion, practitioners will be able to:

Manage the different roles and responsibilities of all those working with students in practice, taking

into account service users and carers;

Set up, supervise and assess practice learning opportunities to reflect the Social Work course structure, learning outcomes and Professional capability Framework as well as the student’s strengths, learning style and development needs;

Observe and evaluate the student’s practice and provide critical and constructive feedback;

Identify and evaluate the knowledge, theories and values which underpin practice;

Reflect on their strengths and weaknesses as a practice supervisor/practice educator and their own learning/development needs;

Develop strategies for dealing with difficulties arising from the period of assessed practice.

Knowledge and Skills

Roles of key stakeholders

The Professional capability Framework

Learning styles

The domains of Professional Practice

Linking theory and practice

Developing reflective practice in self and others

Assessing evidence

Professional Practice

Supervision

Direct Observations of student practice

Giving critical and constructive feedback

Problem solving

Identifying development needs of self and others

Planning and evaluating practice learning opportunities

Evidence Based Practice

Key/Transferable

Communication

Anti-discriminatory and anti-oppressive practice

The Practice Education Professional Standards Programme Content

Introduction to the Social Work teaching programmes

The practice educator/practice supervisor role

Learning opportunities in the workplace

The Professional capability Framework

Conduct and ethics in Social Work practice

The practice learning team roles and responsibilities

Identifying practice learning opportunities for the student/Placement profiles

Placement learning agreements/contracts

Working with service users and carers

Supervision

Adult learning theories and learning styles

Assessing practice

Anti-discriminatory/anti oppressive practice

Enabling Learning

5

The Assessment Criteria - Practice Educator Standards Stage 1 : Domains A,B & C - Guidance statements Domain A - Organise opportunities for the demonstration of assessed capability in practice. Practice educators at stage 1 should: 1. Take responsibility for creating a physical and learning environment conducive to the demonstration of assessed practice capability. 2. Devise an induction programme that takes into account learners’ needs and their previous experience. 3. Negotiate with all participants in the workplace, including service users and carers, the appropriate learning opportunities and the necessary resources to enable the demonstration of practice capability. 4. Work openly and co-operatively with learners, their line managers, workplace colleagues, other professionals, and service users and carers, in the planning of key activities at all stages of learning and assessment. 5. Co-ordinate the work of all contributors. Ensure they are fully briefed, understand their roles and provide them with feedback. 6. Complete or review an audit and complete a practice educator feedback form for each student they assess in line with the Quality Assurance for Practice Learning (QAPL) framework. 7. Monitor, critically evaluate and report on the continuing suitability of the work environment, learning opportunities and resources. Take appropriate action to address any shortcomings and optimise learning and assessment. 8. Contribute to the learning and development of the agency as a training organisation. Help to review and improve its provision, policies and procedures and identify barriers for learners. Domain B - Enable learning and professional development in practice 1. Teach the learner using contemporary social work models, methods and theories relevant to the work, powers and duties, and policy and procedures of the agency, demonstrating the ability for critical reflection. 2. Establish the basis of an effective working relationship by identifying learners’ expectations, the outcomes which they have to meet in order to demonstrate practice capability, and their readiness for assessment. Agree the available learning opportunities including multi professional contexts, methods, resources and timescales to enable them to succeed. 3. Discuss, identify, plan to address and review the particular needs and capabilities of learners, and the support available to them. Identify any matters that may impact on their ability to manage their own learning. 4. Discuss and take into account individuals’ learning styles, learning needs, prior learning achievements, knowledge and skills. Devise and deliver an appropriate, cost-effective teaching programme, which promotes their ability to learn and succeed. 5. Make professional educational judgements about meeting learners’ needs within the available resources, ensuring the required learning outcomes can be demonstrated in accordance with adult learning models. 6. Identify which aspects of the management of the learning and assessment programme learners are responsible for, in order to achieve their objectives. Describe and agree the roles of the practice supervisor and/or educator in mentoring, coaching, modelling, teaching, supervising, managing and supporting the placement.

6

7. Establish how the learning and assessment programme is to be reviewed. Encourage learners to express their views, identify and agree any changes and discuss how disagreements on any aspects of it are resolved. 8. Advise learners how to develop their ability to manage their learning. Advise, guide and respond to any difficulties encountered by them and where necessary provide instruction. 9. Support learners in gathering evidence according to programme requirements.

Domain C - Manage the assessment of learners in practice

1. Engage learners in the design, planning and implementation of the assessment tasks. 2. Agree and review a plan and methods for the holistic assessment of learners’ performance against the PCF at the relevant level. 3. Ensure that holistic10 assessment decisions are the outcomes of informed, evidence-based judgements and clearly explain them to learners. 4. Evaluate evidence for its relevance, validity, reliability, sufficiency and authenticity according to the agreed standard. 5. Use direct observation of learners in practice to assess performance. 6. Base holistic assessment decisions on all relevant evidence and from a range of sources, resolving any inconsistencies in the evidence available. 7. Encourage learners to self-evaluate and seek service users’, carers’ and peer group feedback on their performance. 8. Provide timely, honest and constructive feedback on learners’ performance in an appropriate format. Review their progress through the assessment process, distinguishing between formative and summative assessment. 9. Make clear to learners how they may improve their performance. Identify any specific learning outcomes not yet demonstrated and the next steps. If necessary, arrange appropriate additional assessment activity to enable them to meet the standard. 10. Ensure that all assessment decisions, and the supporting evidence, are documented and recorded according to the required standard. Produce holistic assessment reports that provide clear evidence for decisions. 11. Ensure that disagreements about assessment judgements and complaints made about the assessment process are managed in accordance with agreed procedures. 12. Seek feedback from learners on their experience of being assessed and the consequences of the assessment programme for them. Incorporate the feedback into future assessment activity. 13. Contribute to standardisation arrangements and the agreed quality assurance processes that monitor the organisation’s training strategy. 14. Demonstrate the ability to make difficult holistic assessment decisions around areas of development, which may include marginal or failing learners. 15. Demonstrate the ability to mark learners’ academic and/or assessed work.

7

16. Demonstrate an ability to use a range of assessment methods including recording, reports, and the feedback of people who use services and carers, professionals and other colleague.

Values for Placement Supervisors

In order to promote anti-oppressive and anti-discriminatory practices, work-based assessors will:

identify and question their own values and prejudices, the use of authority and power in the assessment relationship, and recognise and act upon the implications for their assessment practice;

update themselves on best practice in assessment and research on adult learning and apply this knowledge in promoting the rights and choices of learners and managing the assessment process;

respect and value the uniqueness and diversity of learners and recognise and build on their strengths, and take into account individual learning styles and preferred assessment methods;

accept and respect learners’ circumstances and understand how these impact on the assessment process;

assess in a manner that does not stigmatise or disadvantage individuals and ensures equality of opportunity. Show applied knowledge and understanding of the significance of; poverty racism ill health and disability gender social class sexual orientation in managing the assessment process;

recognise and work to prevent unjustifiable discrimination and disadvantage in all aspects of the assessment process, and counter any unjustifiable discrimination in ways that are appropriate to their situation and role; and

take responsibility for the quality of their work and ensure that it is monitored and appraised; critically reflect on their own practice and identify development needs in order to improve their own performance, raise standards, and contribute to the learning and development of others.

The Evidence and Assessment of Practice

The participant will be expected to build a portfolio of evidence to include 1 observation of

their own practice completed by a stage 2 practice educator when supervising a social work

student. (Appendix 3)

The portfolio of evidence contents will be;

8

Mapping Tool (Appendix 1)

Evidence Grid (Appendix 2)

1 completed direct observation of own practice supervising a student (Appendix 3)

Student feedback form (see Appendix 4 for suggested format )

Student Induction Plan

Placement Learning Agreement of students practice

One set of supervision notes

Written assessment and contribution to Interim/or final report for student

A date for the submission of your work will be agreed by your agency coordinator ( This is

usually set 4 weeks following the end of a student placement).

If for any reason there is a delay in you being able to complete your portfolio by this date

please inform the agency coordinator and agree another date.

N.B: It is recommended that a stage 2 practice educator from the onset of your teaching to

plan and aim to complete your observation by the mid stage of the students placement. Your

practice learning team should be able to advise you.

9

Appendix 1: Practice Assessment Mapping Tool

Name of Placement Supervisor to be assessed and observed in practice

Name of Practice Educator (Stage 2 qualified) to complete direct observation and contact details

Agreed date to complete direct observation with a student and feedback

Date

Agreed date of portfolio of evidence

Date of submission

Name of agency coordinator and contact details

10

Appendix 2: Evidence Grid for the Placement Supervisor to be included as

part of your portfolio

Please site evidence for Domain A - Organise opportunities for the demonstration of assessed capability in practice.

Please site evidence for - Domain B - Enable learning and professional development in practice

Please site evidence for - Domain C - Manage the assessment of learners in practice

11

Appendix 3: Direct Observation Template

Placement Supervisor Name Date, Venue

Name and contact details of observer

(observer to complete)

Type of assessment activity to be observed

The Placement Supervisor should complete this section. Identifying the purpose of the piece of work to be observed and how it fits in with an overall plan. (maximum 400 words) - The Placement Supervisor should obtain the written consent from the social work student for the observer to be present in order to undertake the feedback to the Supervisor for CPD purposes. (Please delete any instruction notes as appropriate).

What were the challenges in this piece of work for the PE/Supervisor?

Observer to complete. Please support comments with examples.

Observer - Please comment on the following. Domain A Organise opportunities for the demonstration of assessed competence in practice

Observer to complete. Please support comments with examples. (Observers are directed to Domain A numbers 1-8 of the Practice Educator Professions Standards for Social Work for further pointers and considerations).

Observer - Please comment on the following. Domain B Enable learning and professional development in practice

Observer to complete. Please support comments with examples. (Observers are directed to Domain B numbers 1-9 of the Practice Educator Professional Standards for Social Work for further pointers and considerations).

Observer - Please comment on the following. Domain C Manage the assessment of learners in practice

Observer to complete. Please support comments with examples. (Observers are directed to Domain C numbers 1-14 of the Practice Educator Professional Standards for Social Work for further pointers and considerations).

Observer - Please comment on the following. Values for work based assessors

Observer to complete. Please support comments with examples of the way in which the Practice Educator/Supervisor demonstrated compliance with the values listed.

12

Feedback from the student

Please insert any feedback from the student on their experience – the observer and or PE may prefer to elicit this feedback.

Recommendations for further development

Observer to complete. Either list or offer an overall conclusion.

Reflection on learning Placement Supervisor to complete. Write a reflection on your learning from this piece of work. (maximum 1000 word)

Observer please sign and date your report to say on the basis of the direct observation, the placement Supervisor is competent to practice at the level of responsibility for their role. Signature....................................................................... Date................................... Thank you for your support.

13

Appendix 4 : Student Feedback Form

If you are willing to support your Placement Supervisor's professional development please could you complete the feedback form. Your feedback comments will form part of the Placement supervisor and will be shared with their assessor. These are the value requirements that your Placement supervisor is being assessed against as part of the Practice Education professional standards stage 1 teaching programme. It would help their development if you could comment on how you consider they have met these during your placement. You may find it useful to consider your induction programme, informal and formal supervision contact, direct observation feedback, support you received to help you integrate theory and practice, and assistance to reflect on ethical issues and the social work value base.

Placement supervisors/practice educators must: Identify and question own values and prejudices, the use of authority and power in the assessment/supervision/mentoring relationship, and recognise and act upon the implications for their practice in supporting and assessing learning.

Respect and value the uniqueness and diversity of learners and their circumstances, recognise and build on their strengths, taking account of individual learning styles.

Assess and support learning in a manner that does not stigmatise, disadvantage or discriminate against individuals, ensures equality of opportunity, and counters unjustifiable discrimination in ways appropriate to situation and role.

Please comment on anything that you have found particularly helpful during this period of practice learning and any suggestions about how your learning opportunities could have been enhanced.

Thank you for your comments.

14

Recommended Reading List

Brown, A and Bourne, I (1996) The social work supervisor: supervision in community, day care and

residential settings. Open university press, Buckingham.

Carpenter, J & Dickinson, H. (2008) Inter professional Education and Training. Policy Press, Bristol.

Caspi, J and Reid, W (2002) Educational supervision in social work: A Task Centered model for field

instruction and staff development. Colombia University Press, New York.

Cartney, P (2000). Adult Learning Styles: Implications for practice teaching in social work. Social

Work Education, 19:6, pp 609-626.

D’Cruz H. et al (2007) Reflexivity, its Meanings and Relevance for Social Work: A Critical Review of

the Literature, British Journal of Social Work 37, pp73-90

Doel M. et al. (1996) Teaching Social Work Practice, Aldershot:Arena

Doel M. and Shardlow S. eds (2009) Educating Professionals : Practice Learning in Health and Social

Care, Aldershot:Ashgate

EadieT. and Lymbery M. (2002) Understanding and working in welfare organisations: helping

students survive the workplace in Social Work Education, 21 (5) pp 515-527Ford P. et.al (2008) Skills

Development and Theorising Practice in Social Work Education, Southampton:SWAP

Field,P. Jasper,C. Littler,L (2014) Practice Education in Social Work: Achieving Professional Standards,

criticalpublishing.com

Fisher T. and Somerton J. (2000) The process of helping social work students to develop their use of

theory in practice, Social Work Education, 19 (4).

Fook J & Gardner F (2013) Critical reflection in context – Application in Health & Social Care. Oxon.

Routledge

Ford P. et al. (2005). Practice Learning and the Development of Students as Critical Practitioners –

Some Findings from Research, Social Work Education, 24 (4) pp391-407

Gibb, M et al ( 2009) Facing up to the task. Social Work Task Force, www.dcsf.gov.uk/swtf

Gould N. and Taylor I. eds. (1996) Reflective Learning for Social Work, Aldershot: Ashgate

Gould N. And Baldwin M. (eds.)(2004) Social Work, Critical Reflection and the Learning Organisation,

Aldershot: Ashgate.

Gould, N (2000). Becoming a Learning Organisation: a Social Work Example. Social Work Education.

19:6, pp586-596.

Hawkins P. and Shohet, R. (2000) Supervision in the Helping Professions, Milton Keynes; Open

University Press

15

Hubbard, R and Kitchen, G ( 2010) Valuing Freelancers: Supporting Off Site Practice Assessors to

Provide Quality Practice Learning. Social Work Education. 29:5 pp503-522.

Honey, P & Mumford, A. (1982) Manual of Learning Styles, Maidenhead. Peter Honey.

Howe D. (1992) An Introduction to Social Work Theory, Aldershot:Ashgate

Howe D. (2008) The Emotionally Intelligent Social Worker, Basingstoke: Palgrave Macmillan

Howe D. (2009) A Brief Introduction to Social Work Theory, Basingstoke: Palgrave Macmillan

Kadushin A. and Harkness, D. (2002) Supervision in Social Work, 4th edn, New York: Columbia

University Press.

Latting, J. K. (1992). Giving corrective feedback: A decisional analysis. Social Work, 37(5), 424‐429.

Lishman, J et al (2007) Handbook for Practice Learning in Social Work and Social Care: Knowledge and Theory. Jessica Kingsley Publishers, London. Kolb. Experiential Learning, experience as a source of learning and development, New Jersey.

Prentice Hall.

Lam M.C. (2007) An Unfinished Reflexive Journey: Social Work Students’ Reflection on their

Placement Experiences, British Journal of Social Work 37 pp91-105

McGill I. and Brockbank, A. (2004) The Action Learning Handbook. Powerful techniques for

education, professional development and training. London: Routledge

Moon J. (1999) Reflection in Learning and Professional Development: Theory and Practice. London:

Kogan Page.

Moon J.(2004) A Handbook of reflective and experiential learning-theory and practice, New York:

Routledge

Morrison, T. (2005) Staff Supervision in Social Care. Pavillion Publishing, Brighton.

Morrison, T. ( 2001) Staff Supervision in Social Care: making a real difference for staff and service

users. Pavillion Publishing, Brighton.

Parker J. (2004) Effective Practice Learning in Social Work, Exeter: Learning Matters

Prosser M. and Trigwell, K. (1999) Understanding learning and teaching :the experience of higher

education, Buckingham: SRHE and OUP

Redmond Bairbre (2006) Reflection in Action: Developing Reflective Practice in Health and Social

Services, Aldershot:Ashgate

Seden J. and Reynolds J. eds. (2003) Managing Care in Practice, London: Routledge

Schon,D. (1983) The reflective practitioner. How Professionals Think in Action. London, Temple-

Smith

16

Schon, D.(1983) The Reflective Practitioner. Temple Smith, London

Shardlow, S and Doel, M (1996). Practice Teaching and Learning. Macmillan, Basingstoke.

Thomas J. (2004) Using ‘Critical Incident Analysis’ to Promote Critical Reflection and Holistic

Assessment’, In, Gould, N. and Baldwin, M. (eds.)(2004) Social Work, Critical Reflection and the

Learning Organisation. Aldershot: Ashgate.

Thompson N (2006) Promoting Workplace Learning. Bristol: Policy Press.

Walker,J. Crawford, K. Parker,J. (2008) Practice Education in Social work. A Handbook for practic3

Teachers, Assessors and Educators. London, Sage.

Wenger E (1998) Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge

University Press

Williams,S. Rutter,L. (2013) The Practice Educators Handbook 2nd Edition, London, Sage.

17

Feedback of portfolio assessment for Stage 1 Placement Supervisor

Reader - Please offer an holistic assessment of the portfolio and state if you feel satisfied the participant has met the three domains to achieve stage 1 of the Practice education Professional Standards. Please not any outstanding points ( maximum 250 words)

Reader - Please offer comments that relate to the placement supervisors ongoing learning needs in the capacity of a placement supervisor. (average 200 words max)

Recommendation Pass Certificate date Fail (please comment) Further evidence required (please comment)

Name of 1st reader Date

Name of moderator/2nd reader (Buddy system UoG) Brief comments Date